1. No category

University of California Merced
Sample Course Syllabi
1.
School of Engineering
a. Environmental Engineering 20: Introduction to Environmental Science &
Technology
b. Engineering 90X: Open Source/Open Systems: A Software Revolution
2.
School of Natural Sciences
a. Biological Sciences 100: Molecular Machinery of Life
b. Chemistry 2: General Chemistry
3.
School of Social Sciences, Humanities & Arts
a. History 10: World History from Earliest Times to 1450
b. Psychology 130: Developmental Psychology
c. Public Policy 140: Immigration and Policy
UNIVERSITY OF CALIFORNIA, MERCED
Environmental Engineering Program
EnvE 20 Introduction to Environmental Science & Technology
Fall Term 2005
T-Th 4-6 PM
Harmon ph: 724-4337
Conklin ph: 724-4349
Profs. Tom Harmon and Martha Conklin
Offices: UC Merced-Castle
tharmon@ucmerced.edu;
mconklin@ucmerced.edu
Course Information
_________________________________________________________________________
Text:
Lectures:
Homework:
Writing
assignments:
Office Hours:
Web Site:
Exams:
Grades:
Masters, G. M., Introduction to Environmental Engineering and Science,
Second Edition, Prentice Hall, 1997.
The material for which you are responsible will be addressed in the
lectures, and attendance is important. Supplementary material going
beyond the text’s treatment will be provided for some topics. You will not
be responsible for material in the text which is not covered in lectures.
Homework assignments will be given on approximately a weekly basis and
will be due on the date indicated. Homework will be corrected and
returned with solutions as soon as possible. Your homework grade will be
the percentage of problems attempted with reasonable effort and handed
in on time.
Two short writing assignments will be made during the semester. The
purpose of these assignments is to introduce and exercise technical reading
and report-writing skills.
There will be optional weekly sessions (to be scheduled) for questions,
review, etc. Call or email for appointments (drop-ins are not
recommended —we have hectic schedules and there’s a good chance we’ll
be gone, in a meeting,etc.).
Powerpoint presentations, problem sets and solutions and other material
will be posted on the class web site, which may be accessed at
https://ucmcrops.ucmerced.edu/portal. The course management system
(Sakaii) is a work in progress, so please let us know about the bugs as you
encounter them. Thanks in advance for your understanding and help here!
There will be one midterm exams (2 hours) and a final exam (three hours).
Exams are closed book except for a summary sheet (8.5x11, both sides).
You may bring the summary sheet from the midterm to the final. Please
bring your own exam books or paper and calculator.
There is no strict formula, but the weighting will be approximately: Final
exam 40%; Mid-term exams 30%; Homework - 15%, writing assignments
15%.
UNIVERSITY OF CALIFORNIA, MERCED
Environmental Engineering Program
EnvE 20 Introduction to Environmental Science & Technology
Fall Semester 2005
T-Th 2-4 PM
Profs. Tom Harmon & Martha Conklin
UC Merced Castle
tharmon, mconklin@ucmerced.edu
Course Schedule
_____________________________________________________________________________
Lecture No.
1
2
3
4
5
6
7
Date
Sept 6
Sept 8
Sept 13
Sept 15
Sept 20
Sept 22
Sept 27
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Sept 29
Oct 4
Oct 6
Oct 11
Oct 13
Oct 18
Oct 20
Oct 25
Oct 27
Nov 1
Nov 3
Nov 8
Nov 10
Nov 15
Nov 17
Nov 22
Nov 24
Nov. 29
Dec 1
Dec 6
Dec 8
Dec 13
Dec 15
Topic
Introduction; case studies
Units; mass conservation, chemistry
Chemistry and mass transport
Math (growth, consumption, population)
Risk Assessment
Water supply
Water quality: pollutant sources and
effects
Surface water quality
Groundwater flow
Groundwater quality; case study
Water treatment
Water treatment
Wastewater treatment
Water treatment
Exam review
EXAM #1
Air pollution: sources and effects
Air pollution
Air pollution case study
Atmospheric dispersion; indoor air quality
Atmospheric chemistry
Global environmental problems
Global environmental case studes
THANKSGIVING ** no class **
Solid Waste Management
Solid Waste Management
Mortality; irreversible change;
Social issues
Environmental-social issues case study
Review/catchup
Reading in Text
1.1-1.3, 2.1-2.2
2.3-2.5
Ch 3
Ch 4
5.1-5.2
5.3-5.4
5.5-5.7
5.8-5.11
5.12-5.13; 5.15-5.18
6.1-6.4
6.5
7.1-7.7
7.10-7.12
8
9
Syllabus
ENGR90X: OpenSource/ OpenSystems:A SoftwareRevolution
Section 002, Professor Jeff R. Wright, Fall, 2005
Course Précis:
A new model for software design, development, and use has emerged over the past two
decades that is having an increasingly profound impact on the personal and professional
productivity of engineering professionals. Open source (the process of systematically
harnessing open development and decentralized peer review to lower costs and improve
software quality) and open systems (hardware and software implementations that
conform to the body of standards enabling free and easy access to ideas and innovation)
provide an ideal framework from which to explore exciting new opportunities for
collaboration and cooperative professional exchange. This seminar will review the history
and accomplishments of the open source/systems movement, and examine the challenges
that will be faced as it moves forward. Students will have the opportunity to hear firsthand from the pioneers of the open systems movement.
Meeting Time and Place:




Lectures/Discussions: Mondays 5:00 PM – 6:30 PM – KOLLIG 201
Initial meeting: Monday, September 19
Final meeting: Monday, November 21
Final paper due: Monday, December 5 (5:00 PM)
How to Reach Me:
Office Hours:
Office:
Email:
Phone:
Assistant:
KOLLIG 264 ─ Tuesdays, 3:00 PM – 5:00 PM and by appointment
KOLLIG 167 (College One)
jwright@eng.ucmerced.edu
(209) 724-4411
Ms. Jamie Fletcher (jfletcher@ucmerced.edu – (209) 724-4411
Course Prerequisites: None
Exams: None
Expectations of Students:
1. Students are expected to attend each class as scheduled, and be prompt.
2. Students should not use, during lectures, laptops, notebooks, handhelds, or other
electronic devices for purposes not directly related to the session content.
3. Students are expected to read their E-mail at least once every 14 hours.
4. Students are expected to be attentive and respectful of speakers and fellow
students at all times.
CourseSyllabus:ENGR90X-002 OpenSource/ OpenSystems
Page1
Learning Outcomes:
 Understand the basic arguments in support of, and in opposition to, the





development, use, and distribution of OS/FS.
Learn about key personalities involved in the OS/FS revolution, and appreciate
the position of each.
Gain experience in analyzing and expressing complex ideas.
Gain experience in reading and writing academic discourse.
Gain experience in participating in professional group discussions.
Develop skills as part of a learning community, including respect for colleagues.
Tentative Schedule of Lectures:
Monday, September 19 Course introduction and overview: OS/OF
Monday, September 26 No class this day
Monday, October 3
Monday, October 10
Monday, October 17
Monday, October 24
Monday, October 31
Monday, November 7
Monday, November 14
Monday, November 21
Monday, December 5
What is open source and how does it work?
Open source licensing: A legal perspective
An example: OS/FS in academe
To Be Announced
An example: Open source empowerment
A commercial perspective on OS/FS
A governmental perspective on OS/FS
The Future of Open Source (final class session)
Position Paper Due by 5:00 PM
Required Readings:
 Williams, Sam, 2002. Free as in Freedom: Richard Stallman’s Crusade for Free
Software, O’Reilly, Sebastopol, CA (http://www.oreilly.com/openbook/freedom/).
ISBN: 0596002874.
 Raymond, Eric S., 1998. The Cathedral and the Bazaar, Copyright, 1998.
(http://www.firstmonday.dk/issues/issue3_3/raymond/).
 O’Reilly, Tim, 2004, Open Source Paradigm Shift.
(http://tim.oreilly.com/lpt/a/4868).
 Raymond, Eric S., 1998. Homesteading the Noosphere, Copyright, 1998.
(http://www.firstmonday.org/issues/issue3_10/raymond/).
 Learner, J, and Tirole, J., 2000. The Simple Economics of Open Source,
(http://www.people.hbs.edu/jlerner/simple.pdf).
 Taylor, Laurie, and Riley, B, 2005. Open Source and Academia,
(http://www.bgsu.edu/cconline/tayloriley/intro.html).
 Gay, Joshua, 2002. Free software Free Society: Selected essays of Richard M.
Stallman, GNU Press. (http://steve-parker.org/articles/others/rms-essays.pdf).
ISBN 1-882114-98-1
 Other required readings may be posted during the semester.
CourseSyllabus:ENGR90X-002 OpenSource/ OpenSystems
Page2
Recommended Readings:
 Weber, Steven, 2004. The Success of Open Source, Cambridge, Mass.
ISBN: 0-674-01292-5
 Rosen, Lawrence, 2004. Open Source Licensing: Software Freedom and
Intellectual Property Law, Prentice Hall. ISBN: 0131487876.
 Rosen, Lawrence, 2005. License Proliferation, Academic Free License 3.0.
(http://www.osdl.org/newsroom/articles/License_Proliferation.pdf).
 Open Source Initiative, 2005. Academic Source License V 2.1.
(http://www.opensource.org/licenses/afl-2.1.php)
 Other recommended readings will be posted during the semester.
Course Assignment:
Each student, or group of students, will prepare a formal position paper presenting, in
sufficient detail, the impact that this course has had on your perspective of software
ownership and use. The paper should be submitted in hard copy not later than 5:00 PM,
on Monday, December 5, 2005. Each submission should include:
1. Title page including title, authorship, and—if desired—a suitable prolog or
rationale/context for paper content of authorship (1-page total).
2. Text of the paper (not more than 2 single spaced pages, using type of not less than
11 pt.).
3. Adequate references using commonly accepted style conventions (MLA, NY
Times, etc.)
Papers will receive grades totaling 100 points as follows:
Content and message: 50 points
Quality of writing: 50 points
For multiple author submissions, each author will receive the same point count. Separate
copies should be submitted by each and every student within any group, with identical
pages except for the title page, which should be unique except for citation of authorship.
CourseSyllabus:ENGR90X-002 OpenSource/ OpenSystems
Page3
Syllabus for BIS 100; UCM Fall 2005
Course Title: Molecular Machinery of Life
Instructor: David Ojcius
Schedule: Course sessions will occur 1:00 to 1:50 pm on Mondays, Wednesdays, and Fridays in Kolligian Library, Rm 209
Instructor’s Office Hours: 2:00 to 2:50 pm on Wednesdays and Fridays in Kolligian, Rm 209.
Discussion: Weekly 1 hour discussion sections. Section 1: 11:00 to 11:50 am, Kolligian, Rm 201. Section 2: 4:00 to 4:50 pm,
Kolligian, Rm 473.
Laboratories: Three laboratory sessions will occur in the second half of the semester (weeks 9, 11 & 14).
Exams: Two 1-hour midterms and a 3-hour final exam.
Text: Essential Cell Biology, 2nd edition (ECB), Alberts et al (2004), ISBN 0-8153-3480-X.
THEME
CONCEPTS
#
DATE
INTRODUCTION
General Introduction and Introduction to Cells
1
9/7/05
Introduction to Cells
2
9/9/05
§1
Introduction to Cells
3
9/12/05
§1
Introduction to Cells
4
9/14/05
§1
Molecules of Life
5
9/16/05
§2
Molecules of Life
6
9/19/05
§2
Molecules of Life
7
9/21/05
§2
Membrane Structure
8
9/23/05
Membrane Structure
9
9/26/05
Energy, Catalysis, Metabolism
10
9/28/05
§3
Energy, Catalysis, Metabolism
11
9/30/05
§3
Energy, Catalysis, Metabolism
12
10/3/05
§3
MOLECULES OF LIFE
AND METABOLISM
MIDTERM 1
DNA AND
CHROMOSOMES
Midterm will occur during class. Covers ECB
chapters 1-3.
Readings in ECB
§2 and pages 366373
§2 and pages 366373
10/5/05
Protein Structure and Function
14
10/7/05
§4
Protein Structure and Function
15
10/10/05
§4
Protein Structure and Function
16
10/12/05
§4
Structure of DNA
17
10/14/05
§5
Structure of DNA and Chromosomes
18
10/17/05
§5
Global Structure of Chromosomes
19
10/19/05
§5
Global Structure of Chromosomes
20
10/21/05
§5
DNA Replication
21
10/24/05
§6
DNA Replication and REpair
22
10/26/05
§6
DNA Replication and Recombination
23
10/28/05
§6
GENE EXPRESSION
MIDTERM 2
DNA Replication and Recombination
24
10/31/05
§6
Gene Transcription
25
11/2/05
§7
Gene Transcription
26
11/4/05
§7
Protein Synthesis
27
11/7/05
§7
Protein Synthesis
28
11/9/05
§7
Veteran’s Day Holiday
11/11/05
Midterm will occur during class. Covers ECB
chapters 4-7.
11/14/05
Gene Expression in Procaryotes
30
11/16/05
§8
Transcription Factors and Enhancers
31
11/18/05
§8
Transcription Factors and Enhancers
32
11/21/05
§8
Transcription Factors and Enhancers
33
11/23/05
§8
Thanksgiving Holiday
GENE AND GENOME
EVOLUTION
Genetic Variation
34
11/28/05
§9
Genetic Variation
35
11/30/05
§9
Human Genome
36
12/2/05
§9
Genomes
37
12/5/05
§9
38
12/7/05
§10
DNA Analysis and Cloning
39
12/9/05
§10
DNA Analysis and Cloning
40
12/12/05
§10
DNA Engineering
41
12/14/05
§10
WORKING WITH GENES
Visualizing and Growing Cells
AND CELLS
Final exam
11/25/05
To be scheduled. Covers ECB chapters 1-10.
CHEM 2: General Chemistry
Course Syllabus
Meeting times and location:
MWF 1-2 pm, California room in residence halls
3 hr. lab/discussion once per week, Castle lab 1200. Shuttle transportation will be provided.
No labs will be held during partial weeks (see schedule)
Prerequisite:
Pass chemistry placement exam or complete CHEM 1 with passing grade or score 3 or better on
chemistry AP exam
Text:
Chemical Principles, 5th ed. by Steven S. Zumdahl, published by Houghton Mifflin, 2005.
Other required materials (all available through bookstore):
Basic scientific calculator (graphing calculator OK)
Laboratory notebook (must be bound and have duplicate pages)
Laboratory safety goggles
Course Instructor:
Professor Anne Myers Kelley, Castle suite 600, 209-724-4345, amkelley@ucmerced.edu.
Laboratory Instructors:
Mr. Jason West, jwest2@ucmerced.edu (Tues-Thurs afternoon sections)
Mr. Scott Seronello, sseronello@ucmerced.edu (Mon-Weds morning sections)
Course Web site:
The CHEM 2 web site is part of the UCMCROPS course management system and will be automatically
available to all students enrolled in the class (https://my.ucmerced.edu). This web site contains a
discussion site, electronic copies of the course syllabus and laboratories (under “Resources”), and
solutions to the midterm exams once they are graded. You will also use this web site a few times during
the semester to share data with the rest of the class for lab reports.
Lecture/lab schedule (subject to revision)
Lecture
1
Date
Sept 7
2
Sept 9
3
Sept 12
4
Sept 14
5
Sept 16
6
Sept 19
7
8
Sept 21
Sept 23
9
Sept 26
Exam 1 Sept 28
Chap Topic
none Introduction and “rules
of the game”
2
Atomic theory; atoms,
molecules, ions
2
Introduction to the
periodic table; names of
chemical compounds
3
The mole, molar masses,
percent composition,
determining chemical
formulas
3
Chemical equations and
stoichiometry
4
Water & aqueous
solutions, solution
concentrations,
electrolytes
4
Precipitation reactions
4
Acid-base reactions;
oxidation numbers
Review for Midterm 1
Through Chapt. 4, acidbase rxns
4
Redox reactions
6
Chemical equilibrium,
the equilibrium constant
6
Solving equilibrium
problems
6
Le Chatelier’s Principle;
heterogeneous equilibria
7
Acids and bases, acid
strength, the pH scale
10
11
Sept 30
Oct 3
12
Oct 5
13
Oct 7
14
Oct 10
15
Oct 12
7
16
Oct 14
7
17
18
Oct 17
Oct 19
7
8
19
Oct 21
8
20
Oct 24
Exam 2 Oct 26
Strong and weak acids
and bases
Calculations involving
weak acids and bases
Polyprotic acids
Common ion effect,
buffers
pH titrations, acid-base
indicators
Review for Midterm 2
Through Chapt. 8, pH
titrations
HW quest
Lab
Expt
None
25, 27, 33, 35, 41,
47
1
Lab 1: Precision
and Accuracy;
Mass and
Density
2
Lab 2: Global
Climate Change
and Atmospheric
CO2
3
Lab 3: Electrical
Conductivity and
Electrolytes
15, 21, 27, 29, 31,
35, 45, 47
4
Lab 4: Chemical
Equilibrium: Le
Chatelier’s
Principle
23, 25, 29, 31, 33,
41, 45, 49, 55, 59,
61, 63, 71, 75, 79,
83, 87
5
Lab 5: Analysis
of Commercial
Antacids
6
Lab 6: Acid-Base
Properties of
Salts
7
Lab 7: Buffers
25, 35, 39, 45, 47,
55, 57, 67, 69
13, 17, 21, 25, 31,
37, 41, 45, 47, 55,
59
17, 19, 21, 33, 37,
43, 45, 47, 75, 77,
81
21
Oct 28
8
22
Oct 31
9
23
Nov 2
10
24
Nov 4
9
25
Nov 7
9
26
Nov 9
9
27
Nov 14
12
28
Nov 16
12
29
Nov 18
12
30
Nov 21
13
31
Nov 23
13
32
Nov 28
Exam 3 Nov 30
33
Dec 2
13
34
Dec 5
13
35
Dec 7
14
36
Dec 9
14
37
Dec 12
14
38
Dec 14
Solubility equilibria and
solubility product
Energy and enthalpy
Entropy and free energy,
relationship to
equilibrium
Calorimetry and heat
capacity
Hess’s Law and
enthalpies of formation
Present and future
sources of energy
Electromagnetic
radiation, atomic spectra
Atomic orbitals, electron
and nuclear spin
The aufbau principle,
periodic table, periodic
properties of the
elements
Covalent & ionic
bonding,
electronegativity
Lewis structures,
resonance
Review for Midterm 3
Through Chapt. 13,
covalent and ionic
bonding
Bond polarity, dipole
moments, bond energies
Shapes of molecules:
VSEPR
Molecular orbitals and
hybridization
MOs and bonding in
homonuclear diatomics
MOs and bonding in
heteronuclear diatomics;
polyatomic molecules
Review for final
15, 17, 23, 31, 33,
39, 45, 49, 57, 87
55, 73
8
Lab 8: Solubility
Product of
Ca(OH)2
None
27, 31, 41, 55, 59,
63, 67, 75, 79, 83,
97
9
13, 23, 29, 33, 47,
63, 67, 79, 85, 87
None
Lab 9:
Thermochemistry
10
Lab 10: Atomic
orbitals
(computer lab)
11
Lab 11:
Molecular
orbitals
(computer lab)
13, 15, 25, 29, 35,
41, 55
none
Structure of the course and expectations
You are expected to read each assigned chapter in Zumdahl before the class period in which that chapter
is discussed. The lectures will consist mainly of discussions of several specific questions that highlight
the concepts presented in the chapter. Unless informed otherwise, you are responsible for all of the
material in the chapter, whether or not it is specifically discussed in lecture. A short (5 min) quiz,
covering material from the assigned reading, lecture, or lab will occasionally be given at the end of a
lecture period. There will be a total of 11 quizzes, given on random days throughout the semester. The
lowest quiz score will be dropped when calculating your course grade.
The lab/discussion periods, which will be supervised by teaching assistants, will be used primarily to
complete nine laboratory experiments and two computer labs. Some of the labs are done individually
while others are done in pairs or groups. The descriptions, procedures, and writeup formats for the labs
can be found on the course web site and will also be handed out in class. The writeup for each lab will be
due at the beginning of the following laboratory period except for the last lab, which must be turned in
during lecture on the last day of classes. No lab writeups will be accepted late. Late = zero points! The
lowest score among the 11 will be dropped when calculating your course grade. The first hour of each lab
period will be used as a discussion time in which the teaching assistant will answer any questions about
the previous week’s lecture, usually work a few problems from the chapter, and provide some background
on that week’s laboratory.
Homework problems from the Zumdahl text will be assigned for each chapter. These are strictly for your
own benefit; they will not be turned in or graded. All of the assigned problems have their answers in the
back of the text so that you can check your work. If you are having difficulty with the homework
problems, please see Prof. Kelley or your laboratory instructor during their office hours, and/or bring your
question to your discussion section.
There will be three midterm exams and a final exam (see schedule). The first midterm comes early to
encourage you to establish good study habits and provide feedback on your progress. The midterms will
be given during regular class periods and will cover only the specified chapters. All three midterms will
be worth the same number of points, and the lowest of the three will be dropped before calculating your
course grade. The final exam will be given at the designated time and place during finals week and will
cover the entire course, but with greater weight on material not previously tested.
The exams are structured to emphasize understanding of concepts and methods of problem solving, not
memorization of facts. You will always be provided with a periodic table as part of the exam booklet. In
addition, you will be given data such as physical constants (Avogadro’s number, the gas constant, certain
unit conversions) that you may need. The information that will be provided for each exam will be posted
on the course Web site at least one week before the exam. You will also be allowed to bring to each
exam one sheet of paper (standard 8½ x 11 inches) on which you may write any other facts or formulas
you think may be helpful on the exam. Use of any other materials on an exam constitutes cheating (see
Academic Honesty policies below).
Attendance and behavior
Students are expected to attend lectures. Attendance will not be taken, but material not in the textbook
may be discussed for which you will be held responsible on exams. Always bring paper, a pen or pencil,
and a calculator to class in case a quiz is given. If a quiz is given in lecture and you’re not there, you get
a zero for that quiz.
Behavior that is disruptive to other students or interferes with their attempts to follow the lectures is not
allowed. This includes talking (except when you are specifically asked to discuss a question among
yourselves), listening to music or operating an electronic device that makes any audible sound, or
blocking another student’s view. Cell phones must be turned off while class is in session. Violators of
these policies will be required to leave the classroom.
Office hours
Prof. Kelley will hold scheduled office hours during the hour immediately following lecture on Mondays
and Wednesdays. Office hours for the laboratory instructors will be announced. Anyone with questions
about the lecture or laboratory material is encouraged to come to any of the instructors’ office hours. You
can also submit questions to Prof. Kelley via e-mail. E-mailed questions will be answered as quickly as
possible, but don’t count on getting an answer within 24 hours of an exam.
Students with disabilities
UC Merced is committed to making our courses accessible to all students. Students who require
accommodations for a verifiable disability must register with the Disability Services Center (107
Kolligian; 209-381-7862, disabilityservices@ucmerced.edu) no later than the first week of classes.
Policy on missed assignments
No quizzes, laboratories, or exams may be taken late. If you miss a quiz, lab, or midterm, it will count as
a zero and will be the score that is dropped prior to calculating your final grade. Only two exceptions will
be made: incapacitating injury or illness (requires written documentation from your physician or Student
Health Services specifying the date on which you were incapacitated) or death or serious illness of an
immediate family member (requires written documentation from Student Advising). In these cases, a
score for the missed assignment will be given based on your average scores for the other assignments of
the same type (quiz, lab, or midterm). If you miss the final exam for a valid reason, documented as
described above, you may request a grade of “Incomplete” for the course (this will be given only if you
were doing passing work prior to the final) and must take the final exam during Spring semester in order
to complete your grade.
If you know in advance that you will have a conflict between an exam or laboratory period and a planned
extracurricular activity or religious observance, you may be able to arrange to do a lab during another lab
section or to take an exam early. Such accommodations are not guaranteed. You must see Prof. Kelley at
least two weeks before the scheduled date in order to discuss such arrangements.
Regrading
If you believe that any assignment (quiz, laboratory, or exam) has been graded incorrectly, you must
return the assignment for regrading within one week after it was returned to you. Exams and quizzes
should be returned to Prof. Kelley; lab reports should be returned to your laboratory instructor. The entire
assignment will be regraded, so your score could go either down or up. The instructors may photocopy
graded assignments before returning them. Any student who attempts to cheat by altering a graded
assignment and returning it for regrading will receive a score of zero for that assignment and may be
subject to further disciplinary action.
Course grading
Grades in CHEM 2 are assigned on an absolute scale, not a curve, so it is not necessary for you to
compete with your fellow students for a high grade. In principle, everyone can get an “A” if everyone
does excellent work.
Points will be assigned as follows:
Quizzes (10 points each for best 10 out of 11)
Laboratory reports (30 points each for best 10 out of 11)
Midterm exams (150 points each for best 2 out of 3)
Final exam
Total points
Grades will be assigned as follows:
1000-850 points
850-700
700-550
550-400
400-0
possible points
100
300
300
300
1000
A
B
C
D
F
+ and – grades will be assigned within these ranges at Prof. Kelley’s discretion.
POLICY ON ACADEMIC HONESTY
Laboratories: You are free to discuss any aspect of the laboratories with anyone and to consult any
reference sources while preparing for the laboratories, performing the experiments, and writing the
reports. You must, however, perform your own work in the laboratory and report your own data and
observations. For experiments that are to be carried out in pairs or groups, everyone in the group is
responsible for the experiment and all data and observations must be recorded by each member of the
group and reported. An observation or piece of data may be “thrown out” only if you know, or have good
reason to believe, that a mistake was made on that part of the experiment, and in that case the lab report
must clearly indicate which data were eliminated and why. You must not interfere with any other
individual’s or group’s experiment, and you are responsible for handling shared chemicals and equipment
in ways that will not contaminate or damage them. If you use information from outside sources in
preparing your lab report, those sources must be properly credited. Each student must prepare an
independently written lab report even for experiments that were performed in pairs or groups. If multiple
students submit lab reports that have obviously been copied, entirely or partially (apart from the common
set of original data), all of the students involved will receive scores of zero for that report.
Quizzes and Exams: Quizzes and exams must be your own independent work. You may use only a
pencil or pen, a calculator, and (for exams only, not quizzes) one 8½ x 11 inch sheet of paper containing
any notes you wish to bring. You may not communicate with or pass materials to any other person, look
at another student’s exam, or consult any written (except for your one page of notes on exams) or
electronic source during the exam. Cell phones must be turned off and out of sight during exams. Bring
your UC Merced student ID to each exam; students not carrying proper ID may be prohibited from
taking the exam and assigned a score of zero. (ID will not be required for the unannounced quizzes.)
Any student caught violating these policies will be assigned a score of zero for that exam and may be
subject to further disciplinary action.
History 10: World History from Earliest Times to 1450
Professor Ruth Mostern
University of California, Merced
Fall 2005
Provisional Syllabus
Meeting Time and Place:
•
•
•
•
Lectures: Monday & Wednesday, 3:00-4:30
Lecture Hall: Kollegian Library, Room 355
Section Meetings:
001: 12:00-1:00 Monday (TA: Richard Ravalli)
002: 1:00-2:00 Wednesday (TA: Carlos Bazua)
003: 11:00-12:00 Monday (TA: Richard Ravalli)
004: 11:00-12:00 Thursday (TA: Carlos Bazua)
Section Meeting Room: Kollegian Library, Room 360
How to Reach Me:
•
•
•
•
Office Hours: Monday, 1:00-2:00, Tuesday, 4:00-5:00, or by appointment
Office: Kollegian Library, Room 268
Email: rmostern@ucmerced.edu
Phone: (209) 724-2961
Teaching Assistants:
Teaching assistants lead required weekly discussion section meetings and grade exams and
assignments. Your teaching assistant will provide contact information and an office hour
schedule at your first section meeting.
Course Website:
Available via UCMCROPS. You are required to use the website to submit assignments. You
may also use it to communicate with the professor, teaching assistants and one another; track
your progress in the course; follow links to electronic resources, and consult notes and images
that will be posted after each lecture.
Course Description
Through lectures, readings, discussion sections, and written assignments, we will follow three
interrelated themes as we examine how peoples have lived on the earth from the emergence of
our species until the dawn of a globally integrated world in the fifteenth century:
•
People and the environment: How have geography; climate and its changes; the
distribution of plants, microbes and ores, and other environmental factors influenced
societies, religions, trade, and technology?
•
Institutions: All peoples have created nations, states, religions, and other institutions that
govern laws, customs and social hierarchies. Where do institutions come from? How do
they interact with one another? How do they change over time?
•
Migration, travel, trade, and pilgrimage: Since the emergence of homo sapiens,
individuals, groups, commodities, diseases, and entire societies have moved around the
world. What are the reasons for trade, travel, and migration? What happens when people
encounter others with new goods, ideas, and diseases?
Successful students will demonstrate the ability to critically integrate information about the past
by using multiple approaches, analyzing many geographical scales and locations in the world,
and understanding how historical change occurs both in the short term and across lengthy eras.
Required Course Materials
Textbook: Jerry Bentley and Herb Ziegler, Traditions and Encounters: A Global Perspective on
the Past, Volume I: From the Beginning to 1500 (Third Edition), McGraw Hill, 2006. [ISBN:
0-07-299827-X]
Reader: Alfred Andrea and James Overfield, The Human Record: Sources of Global History,
Volume I: To 1700 (Fifth Edition), Houghton Mifflin, 2005. [ISBN: 0-618-37040-4]
Atlas: Jeremy Black, editor, DK World History Atlas (Second Edition), Dorling Kindersley,
2005. [ISBN: 0-7566-0967-4]
Narrative: Tim Mackintosh-Smith, editor, The Travels of Ibn Battutah, Macmillian, 2002.
[ISBN: 0-330-41879-3]
Participation
Students are expected to attend all lectures and section meetings, actively participate in
discussion sections, and complete reading response papers.
Ten one-page reading response papers are required during the semester (you may choose which
weeks’ readings to respond to). Each paper must be submitted to your UCMCROPS discussion
section site 24 hours before the section meeting where that reading will be discussed. All
students are required to read one another’s responses before section in order to be able to refer to
each other’s responses in discussion. The goals of the reading response are:
• To allow you to actively participate in developing themes and questions for your discussion
section,
• To foster the habit of forming hypotheses and articulating ideas as you read,
• To provide a forum for asking questions about readings that are challenging or confusing,
• To demonstrate that you have completed and understood the reading.
The reading responses, graded R,R+,R-, will contribute substantially to your participation
grade. Each missing response paper will lower your participation grade by 1/3 (e.g. an A would
become an A-). No late response papers will be accepted.
Reading
There are four types of readings in the course: a textbook written by contemporary historians,
documents written by people who lived in the past, short scholarly articles, and maps.
The textbook provides a framework of historical information, but like any book, its authors make
selections and decisions about what information to present and why. Students are urged to read
the textbook critically. The introduction to the textbook will help you to understand how the
book is structured and will assist you in using it as effectively as possible.
Documents written by people who lived in the past (“primary sources”) are the building blocks
for most historical research. Learning to read primary sources is an important goal of this class.
The primary source reader offers extensive guidance about how to read primary sources in
general, as well as guidelines for interpreting each source in the book. This prefatory material is
not assigned, but students who consult it will improve their capacity to comprehend and respond
to primary sources.
You will also read short articles that describe contemporary debates among historians, challenges
to received wisdom, and new ways of understanding old questions. The goal of these readings is
to present history as a living discipline with mysteries, surprises, and arguments. All of the short
articles are available on the textbook website, http://www.mhhe.com/bentley3 (follow links to
Powerweb), and are also linked directly to the course syllabus in UCMCROPS.
In addition to the textbook, source readings, and short articles, this class has a significant map
reading component. For each map or set of maps, think about the following questions:
• What are you looking at? What geographical scope and time period does each map cover?
What is the theme of the map? Does it depict movement through space or change over time?
If so, what kind of change, and how is it visualized? What are all of the kinds of information
depicted on the map?
• What do you learn from the map? Most of the maps you read will include several types of
information, such as climate zones, national boundaries, migration routes, locations of cities,
and locations of resources. What do you learn when you look at these features together? For
instance, how do travel routes extend across different kinds of physical features at land and at
sea? What kinds of physical features prevent and facilitate travel? Are cities close to
religious sites, or far away from them? What about battlefields? Are trade routes close to
mines? If not, how were resources transmitted? Why did people travel where they did?
Where did the people who traveled live?
There is no “right answer” to the question of how to read a historical map. Your task is simply
to approach each map with an inquiring mind in search of interesting and surprising connections
and questions.
Grading
Participation (15%)
Map Exercise (15%)—Due September 28
This assignment requires you to create your own maps identifying physical and cultural
features on the earth’s surface and illustrating themes associated with the rise of human
civilization.
Midterm Exam (20%)—In class October 26
5-7 Page Essay (20%)—Due December 9
The essay paper is a response to The Travels of Ibn Battutah, the narrative of a fourteenth
century Islamic jurist who traveled more than 75,000 miles over 29 years, through more
than 40 countries on the modern map. An ungraded draft of the paper is due prior to the
final draft.
Final Exam (30%)—[date and location]
Additional information about the formats, grading standards and requirements for the map
exercise, exams, and paper will be distributed closer to the date that each assignment is due.
Barring illness or emergency, written assignments turned in up to 24 hours late will receive a 1/3
grade reduction (e.g. an A would become an A-). Work turned in between 24-72 hours late will
be lowered a full grade. Any work turned in after 72 hours late will not be accepted and will
count as an F. Reading responses will not be accepted late. Exams must be taken at the
scheduled times.
Special Needs
Students with disabilities who may need accommodations, please see me the first day of class.
You may also email me or contact me during office hours. Please contact Allen Grimsby in
Student Affairs for more information about Disability Services.
Student Advising
The Student Advising and Learning Center (SALC) will provide one-on-one tutoring beginning
in October. You may take draft papers to SALC if you need assistance in organizing and editing
your ideas. SALC also provides tutoring and workshops in time management and study skills.
For more information, visit learning.ucmerced.edu.
Academic Honesty
For information about original work, citation standards, and other guidelines to best academic
practices, see http://www.library.ucla.edu/bruinsuccess/. Plagiarism is not always easy to define,
and not all cases are clear-cut. If you have any questions about a particular instance, please
contact your teaching assistant or me before you submit a paper.
Serious instances of plagiarism, such as submitting an essay obtained from an online “paper
mill,” or copying another person’s work without attribution, will be addressed in accordance
with university guidelines. Consequences may include failing the assignment, receiving a final
course grade of F, and being recommended for dismissal from the university. Minor variants of
plagiarism will result in an initial caution without immediate consequence for a grade.
Course Outline and Weekly Schedule
Section I: Origins
Week 1 (September 7): Putting the World in World History
Google Earth Exercise
See handout for directions about this assignment.
Atlas, 2.116, 2.140, 2.154, 2.170, 2.216, 2.236, 2.254, 2.276
Week 2 (September 12-14): The Emergence of Earliest Humans and their
Migrations
Textbook, 5-18
Atlas, 1.12, 1.14, 1.16, 1.18
Articles, “Once We Were Not Alone”, “Mapping the Past”, “The Scavenging of ‘Peking Man’”
Week 3 (September 19-21): The Agricultural Revolution: (Some) People
Settle Down
Textbook, 19-28, 133-154
Atlas, 1.20, 2.22, 2.120, 2.144, 2.158, 2.174, 2.258, 2.280
Articles, “New Clues Show Where People Made the Great Leap to Agriculture”, “Time and the
River”
Section II: City-States and Early Societies
Week 4 (September 26-28): The Formation of Societies and Traditions
Wednesday, September 28: NO CLASS
Textbook, 31-85, 87-105
Reader, 1.1. 1.2, 1.4, 1.5, 1.6
Atlas, 1.24, 1.26, 1.28, 1.30
Articles, “Indus Valley, Inc.”, “When No One Read, Who Started to Write?”
MAP ASSIGNMENT DUE SEPTEMBER 28
Week 5 (October 3-5): People Seek Meaning and Distinction
Textbook, 109-131, 231-256
Reader, 2.10, 2.11, 2.12, 2.13, 3.15, 3.16, 3.18
Atlas, 1.32, 1.34, 1.36, 2.242
Article, “The New Maya”
Classical Empires and their Societies
Week 6 (October 11-13): The Emergence of Empires
Textbook, 159-179, 207-229
Reader, 4.20, 4.21, 4.22, 4.23, 4.24, 4.25. 4.26, 4.27, 5.34, 5.35
Atlas, 1.38, 1.40, 2.122, 2.144, 2.159, 2.160, 2.176, 2.220, 2.222, 2.259
Week 7 (October 17-19): Han China and Mediterranean Rome: Two
Approaches to Empire
Textbook, 181-204, 259-284
Reader, 5.30, 5.31, 5.32, 5.33, 5.36, 6.43, 7.47, 7.48, 7.49
Atlas, 1.42, 1.44, 2.178, 2.180, 2.224, 2.240, 2.260
Week 8 (October 24-26): Between and Among Empires
Wednesday, October 26: MIDTERM
Textbook, 287-311
Reader, 5.37, 6.39, 6.44, 11.94
Atlas, 1.46, 1.50, 1.52, 2.146, 2.182
Articles, “The Survival of the Eastern Roman Empire”, “Secrets of a Desert Metropolis”
New Directions
Week 9 (October 31-November 2): The Era of Global Religions
Textbook, 317-342, 347-372
Reader, 7.45, 7.46, 7.51, 7.52, 8.55, 8.56, 8.57, 8.58, 8.59, 8.61, 8.62, 9.72, 9.78, 9.79, 9.80
Atlas, 1.48, 1.54, 1.56, 2.162, 2.184, 2.186, 2.226, 2.243
Week 10 (November 7- 9): Eighth Century Eurasia
Textbook, 375-402, 405-430
Reader, 9.65, 9.68, 9.69, 9.73, 9.74
Atlas, 2.262, 2.264
Article, “The Arab Roots of European Medicine”
Narrative, Excerpts TBD
Week 11 (November 14-16): Medieval Arts and Societies
Textbook, 433-456
Reader, 9.66, 9.67, 9.70, 9.71, 10.82, 10.84, 10.85, 11.92
Atlas, 1.58, 1.62, 2.263, 2.185, 2.186, 2.188
Articles, “The Americas”, “An Iberian Chemistry”, “Clocks: Revolution in Time”
Narrative, Excerpts TBD
The Age of Interaction
Week 12 (November 21-23): Crusaders, Invaders and Travelers: Before and
Amid the Pax Mongolica
Textbook, 461-481
Reader, 8.63, 9.75, 9.76, 9.77, 10.87, 10.88, 10.89, 11.90, 11.91, 12.100, 12.101
Atlas, 1.60, 1.64, 1.66, 1.68, 2.228, 2.244
Article, “The Age of the Vikings”
Narrative, Excerpts TBD
Week 13 (November 28-30): Plagues and States after the Mongols
Textbook, 483-506, 509-536
Atlas, 1.70, 1.72, 2.189, 2.190, 2.192, 2.244, 2.266
PAPER FIRST DRAFT DUE NOVEMBER 28
Week 14 (December 5-7): Long Distance Trade and Travel
Textbook, 565-592
Reader, 8.60, 8.64, 12.97, 12.98, 12.102, 12.103, 12.104, 12.106, 12.107, 12.108
Atlas, 2.230, 2.267
Article, “1492: The Prequel”
PAPER FINAL DRAFT DUE DECEMBER 9
Week 15 (December 12-14): The World in 1450
Textbook, 539-562
Reader, 11.95, 11.96
Atlas, 1.74, 1.76
Articles, “The Fall of Constantinople” , “How Many People were Here Before Columbus?”,
“Aztecs: A New Perspective”
Developmental Psychology
Psychology 130
Room 209
MW 2:00-3:30
Prof. Michelle Chouinard
mchouinard@ucmerced.edu
Office hours: Mondays, 3:30- 4:30 pm
Course Overview:
This course will offer an introduction to the field of developmental psychology. We will take up findings
in the areas of the child’s cognitive, social, physical, emotional, personality, and moral development. We
will discuss the different perspectives that guide study in these areas, and how scientists are able to learn
about children; in the process, we will consider the strengths and weaknesses of each perspective and
approach, and will consider what we can (and cannot) safely take away from different methods of
studying children. The goals of the course are:
1) To leave you with a unified view of the developing child as a whole; that is, with a global
understanding of how all the different advances the child is constantly making work in concert to
produce the complex, amazing beings that we all are.
2) To develop your understanding of how research in the psychology is done, particularly in
developmental psychology.
3) To develop your abilities to critically evaluate research done within the field of developmental
psychology (and other fields), and to think critically about topics within the field.
Course Materials:
The required text for this course is How Children Develop, by Robert Siegler, Judy Deloache, and Nancy
Eisenberg. I will supplement the information in this text during the lectures, and with several additional
readings, which will be handed out in class.
Course Requirements:
You are expected to attend all lectures and to arrive on time. The assigned chapters should be completed
by the dates indicated. Your grade in this course will be based on four components, for a total of 100
points (you will receive more detailed information on these later in the course):
2 Midterm Examinations [20 points each]: These exams will not be cumulative; the second
midterm will include only the topics covered after the first midterm, and will consist of multiple
choice and short-answer questions, (possibly one essay question--this will be clarified before the
exams take place).
Final Examination [20 points]: This exam will be cumulative, but the primary focus will be on
new material; this means that the multiple choice and short-answer questions will cover only the
current material; one or more essay questions will require you to integrate information you’ve
learned over the entire course.
Topical readings [20 points total; 2.5 points for each reaction paper]: You will be given 8
readings on topical issues in developmental psychology, which each present arguments on two
sides of a given issue. For each of these you will write a 2 page reaction paper outlining your
reaction to both of the arguments presented in the readings. You’ll receive a handout giving more
information about these assignments.
Research paper [20 points]: This paper is designed to give you a feel for the intricacies of how
research proceeds in developmental psychology. You will propose an experiment investigating
some issue in developmental psychology that you find interesting. You will need to identify a
research question that needs answering, and design an experiment to investigate that question (a
study that has not previously been done-- your proposed experiment must be an original one). You
will write up the proposal for this experiment as though you have completed the study, in a 5-10
page paper that includes and introduction, an hypothesis section, a methods section, a results
section (where you explain the results you would expect to get if you were able to execute the
study), and a discussion section. More detailed information on format will be given later. You are
strongly encouraged to come discuss your ideas abut topics with us.
Class participation is strongly encouraged, and will figure into your grade if you are ‘on the
edge’ of a higher grade.
Explanation of point system: The point system is designed to give you an understanding of what
percentage of your grade each assignment/exam is worth. Each assignment will be graded on a
traditional scale, and this will be used to calculate how many total points you get for that
assignment. For example, if you get an 85 (B) on your midterm, this will translate to 85% of 20
points for the midterm, which equals 17 points out of 20 possible for that exam.
Class Schedule
Session
#
1
2
3
4
Date
Lecture Topic
Sept. 7
Sept. 12
Sept. 14
Sept. 19
5
Sept. 21
Course overview/Introduction
Introduction & historical overview
Modern approaches & research methods
Prenatal factors, genetics, and development of
the brain
Physical and Motor Development
6
7
8
Sept. 26
Sept. 28
Oct. 3
Sensory & Perceptual Development
Cognitive development: Physical reasoning
Cognitive development: Memory & Learning
9
Oct. 5
Cognitive development: Theory of Mind &
Conceptual development
Readings/assignments
Text: chapter 1
Text: chapter 1
Text: chapters 2 & 3
Text: chapters 2 & 5;
TS: Genetic explanations of ADHD
reaction paper due
Text: chapter 5
Text: chapter 4
Text: chapter 4;
Research paper topic prospectus due
Text: chapter 7; Gopnik et al handout;
TS: Memories of sexual abuse reaction
paper due
10
11
12
13
Oct. 10
Oct. 12
Oct. 17
Oct. 19
Language acquisition I
Language acquisition II
Midterm 1
Attachment and Parenting I
14
15
Oct. 24
Oct. 26
Attachment and Parenting II
Social Development: Family
16
Oct. 31
Social Development: Peers
17
Nov. 2
Emotional Development
18
19
Nov. 7
Nov. 9
Personality Development
Developing a self I
20
21
22
Nov. 14
Nov. 16
Nov. 21
Developing a self II
Midterm 2
Gender-Role development
23
24
25
26
Nov 23
Nov. 28
Nov. 30
Dec. 5
No class—Thanksgiving holiday
Moral Development
Education & Intelligence Testing I
Education & Intelligence Testing II
27
Dec. 7
Adolescence & Lifespan development
28
29
Dec. 12
Dec. 14
Course overview/ Review session
Final examination
Text: chapter 6
Text: chapter 6
Text: chapter 11;
TS: Bilingual education reaction paper
due
Text: chapters 11 & 12
Text: chapters 9 & 12;
TS: Spanking reaction paper due
Text: chapters 9 & 13;
TS: Mothers who work reaction paper
due
Text: chapter 10;
Methods prospectus due
Text: chapter 10
Text: chapter 11;
TS: Are fathers necessary? reaction
paper due
Text: chapter 11
Text: chapter 9;
TS: Media violence reaction paper due
Text: chapter 14
Text: chapter 8
Text: chapter 8;
TS: Multiple intelligences reaction paper
due
Handout chapter;
Research paper due
Text: chapter 15
All assignments are due at the beginning of class. If you turn them in after class has started, they will be
considered late (this is to discourage you from missing class in order to work on assignments). Late
assignments will be marked down according to how late they are; a paper turned in after class has started
is considered one day late. For every day that a paper is late, it will be marked down one grade decrement;
this means that an A paper will become and A- paper if it is turned in one day late; a B+ paper if it is 2
days late, etc.
There will be no extensions or make-ups given on assignments or exams, except in the case of extreme
(and provable, for example, with a doctor’s note in case of medical emergency) situations.
PUBP 140: Immigration and Policy
Class: Monday and Wednesday 11:00 to 12:50 pm
Location: KOLLIG 209
Office: Room 272
Office hours: Monday and Wednesday 10-11
Telephone: 209-724-2947
Cell: 209-675-8038
Email: breyes@ucmerced.edu
OVERVIEW:
This class examines the current debates on immigration and policy. We will examine
immigration to the United States from a multidisciplinary perspective. We will examine
the history of immigration to the United States, causes for immigration, immigrant
assimilation and adaptation, the impact of immigrants on the economy, fiscal impacts,
effects on public opinion and racial and ethnic relations, and the current policy and
political debates on U.S. immigration.
Successful students will be able to critically evaluate immigration policy, immigration
research, and political debates about immigration and immigrants in the United States.
PREREQUISITES:
ECON 1, junior or senior standing, major in SBCS in the economics track, public policy
or consent of instructor.
REQUIREMENTS:
The course requirements are: a midterm exam, a paper, a group project, and class
participation. The midterm will take place on October 26, 2005. The paper most be
10 to 15 double-spaced pages. It should discuss the social, political or economic
consequences of current or proposed immigrant or immigration policy. The paper is due
December 18, 2005. There will be a penalty for assignments that are turned in late. In
addition students will form groups and make a detailed 30 minute in-class presentation.
These presentations will take place in class on November 14 and 16 of 2005. The
group presentations will examine the history and current conditions of a particular
immigrant group and relate this to the materials discussed in the class. Each student is
also required to participate in class discussion. There will be two structured forms of
participation: (1) each student would be assign or select a reading and prepare a critical
evaluation of the reading to discuss in class; and (2) each student must present a topic for
discussion to the group and lead the discussion of the topic. In addition students will be
grated on attendance and participation, which will count for 5 percent of the final grade.
•
Midterm exam
25% of grade
•
•
•
•
•
Paper
Group project and in class-presentation
Critical review
Discussion Topic
Class Participation
25% of grade
25% of grade
10% of grade
10% of grade
5% of grade
PARTICIPATION REQUIREMENTS:
There are two participation requirements in the class in addition to attendance and class
discussion. Each student would be assign or select a reading from the optional list of
readings (to be provided by the instructor) and prepare a critical evaluation of the reading
to discuss in class. This review should not to exceed 3 double-spaced pages. The student
will describe the topic of the reading; the arguments presented; and evaluated the reading
based on other materials discussed in class. He or she will present this critical review to
the class for discussion. For the second requirement each student must present a topic for
discussion to the group and lead the discussion of the topic. Every week we will spend a
part of the class discussing a set of critical issues that emerge from the reading. I will
provide those questions at the beginning of the class on Monday and they will be
discussed on Wednesday afternoon. Throughout the semester each student will be
expected to generate a question for our discussion of critical issues. He or she will be
required to prepare a 200 word description of the issue and lead the discussion.
PAPER ASSIGMENT:
The paper should analyze the political, social, or economic dimensions of current or
proposed immigrant or immigration policy. The paper should contain a detailed
description of the problem, present both sides of the debate, and discuss the policy being
considered. The paper should also evaluate of the effectiveness of the policy; discuss
policy alternatives; discuss which groups are most likely to benefit and which groups are
most likely to lose; and discussion whether the United States would benefit from adapting
or repealing this particular policy. To the extend possible, your analysis must use
empirical results from the literature to justify your conclusion.
TOPICS AND READING LIST:
I. Overview: Immigration to the United States
A. Definitions
B. The numbers
C. History of U.S. Immigration
Required Reading:
ƒ Bernard, William (1998), “Immigration: History of US Policy.” In The
Immigration Reader: America in a Multidisciplinary Perspective.
ƒ Ueda, Reed (1998), “The Changing Face of Post-1965 Immigration.” In
The Immigration Reader: America in a Multidisciplinary Perspective.
2
D. An Overview of the debate
Required Reading:
ƒ Williams William (1998), “Immigration as a Pattern in American
Culture.” In The Immigration Reader: America in a Multidisciplinary
Perspective.
ƒ Papademetriou, Demetrios (1998), “Myths and realities,” Immigrants in
the Borderline, Unesco Courrier.
ƒ Simon, Gildas (1998), Who goes where? Immigrants in the Borderline,
Unesco Courrier.
II. Causes for Migration
Required Reading Materials:
• Massey, et al (1993) “Theories of International Migration: A Review and
Appraisal,” Population and Development Review, Vol. 19.
• Stark, Oded (1984), “Discontinuity and the Theory of International
Migration, Kyklos Vol. 37.
• Portes, Alejandro and Ruben Rumbaut, (1990) “Introduction: who they are
and why they come?” In Immigrant America: A Portrait.
• Sassen, Saskia (1998) “America’s Immigration ‘Problem,’” in
Globalization and Its Discontents: Essays on the New Mobility of People
and Money, The New York Press, New York.
III. Assimilation and Adaptation
A. Assimilation Versus Multiculturalism
Required Reading:
ƒ Hartmann, Douglas and Joseph Gerteis (2005), Dealing with Diversity:
Mapping Multiculturalism in Sociological Terms,” Sociological Theory.
• Young, Iris Marion (1990), “Social Movements and the Politics of
Difference,” Justice and the politics of difference.
• Schlesinger, Arthur M., Jr. (1991), The Disuniting of America.
• Alexander, Jeffrey (2001), “Foreword,” Theorizing the ‘Modes of
Incorporation’: Assimilation, Hyphenation and Multiculturalism as
Varieties of Civic Participation.”
• Zhou, Min (1997), “Segmented Assimilation: Issues, Controversies, and
Recent Research on the New Second Generation.” International Migration
Review
B. Outcomes
1. Economic Outcomes
Required Reading:
3
ƒ
ƒ
Portes and Rumbaut, (1990) “Making it in American: Occupational
and economic adaptation.” In immigrant America: a portrait.
Borjas, George (2004), “Economic Assimilation: Trouble Ahead,”
Reinventing the Melting Pot: The New Immigrants and What it
Means to be American.
2. Explanations for poor economic outcomes
Required Reading
i. Rational Choice -- Immigrant Quality and Human Capital
• Borjas, George (1999), “The Skills of Immigrants,” In
Heaven’s doors: immigration policy and the American
economy.
• Chiswick, Barry and Paul Miller (2001), “Immigrant
earning: Language skills, linguistic concentration and the
business cycle,” Journal of Population Economics 15.
ii. Structural Factors -- Neighborhood effects, segregation, spatial and
skills mismatch, segmented labor markets and Labor Queues
o Kasarda, John, "Urban Industrial Transformation and the
Underclass," The Annals of the American Academy of
Political and Social Science 501.
o Massey, Douglas (1990), “American Apartheid:
Segregation and the Making of the Underclass, American
Journal of Sociology 96.
i. Segmented assimilation
• Portes, Alejandro and Min Zhou (1994), "Should
Immigrants Assimilate?" Public Interest 116.
3. Social and Political Outcomes
Required Reading:
• Portes and Rumbaut, (1990) “From immigrant to ethnics: identity,
citizenship, and political participation.” In immigrant America: a
portrait.
• Citron, Jack and Benjamin Higton (2002), “Political Participation
in a changing California” and “The Ethnic Gap in Turnout.” In
How Race, Ethnicity and Immigration Shape the California
Electorate, PPIC.
• Johnson, Hans, Belinda Reyes, Laura Mameesh, and Elisa Barbour
(1999), “Why does Naturalization Matter?” and “Factors
Associated with Naturalization,” In Taking the Oath: An Analysis
4
•
of Naturalization in California and the United States, Public
Policy Institute of California.
Smith, James P. and Barry Edmonston (1997), “Social Dimensions
of Immigration.” In The New Americans: Economic, Demographic,
and Fiscal Effects of Immigration, National Academy of Science.
4. The Second Generation
Required Reading:
ƒ Zhou, Min (1997), “Growing Up American: The Challenge
Confronting Immigrant Children and the Children of Immigrants,”
Annual Review of Sociology.
ƒ Ramakrishnan, Karthick and Hans Johnson (2005), “Second
Generation Immigrants in California,” California Counts, Vol. 6.
ƒ Rumbaut, Ruben (1995), “The New Californians: Comparative
Research Findings in the Educational Progress of Immigrant
Children,” In California Immigrant Children: Theory, Research,
and Implications for Educational Policy, Ruben Rumbaut and
Wayne Cornelius (eds.).
ƒ Hakuta, Kenji (1999), “The debate on bilingual education,”
Journal of development and behavioral pediatrics 20
IV. Impact of Immigrants
A. Economic Impact
Required Reading:
ƒ Cover Story, “Embracing Illegals: Companies are getting hooked
on the buying power of 11 million undocumented immigrants,
Business Week, July 18, 2005:
ƒ Smith, James P. and Barry Edmonston (1997), “Immigrant Effects
on Jobs and Wages: First Principles” In The New Americans:
Economic, Demographic, and Fiscal Effects of Immigration,
National Academy of Science.
B. Fiscal Impacts
Required Reading:
ƒ Panel Discussion Transcript, “The Cost of Illegal Immigration:
The Impact of Illegal Aliens on the Federal Budget,” Sponsored by
the Center for Immigration Studies, National Press Club,
Washington, DC, August 25, 2004.
ƒ Moore, Stephen (1998), A Fiscal Portrait of the Newest
Americans, Cato Institute and National Immigration Forum.
ƒ Smith, James P. and Barry Edmonston (1997), “Do Immigrant
Impose a New Fiscal Burden? ” In The New Americans:
5
Economic, Demographic, and Fiscal Effects of Immigration,
National Academy of Science.
C. Public Opinion
Required Reading:
• Cruz, Antonio (1998), “Eternal Scapegoats,” Immigrants in the
Borderline, Unesco Courrier.
• Laws, Glenda (1997), “Globalization, Immigration, and Changing
Social Relations in U.S. Cities,” The Annals of the American
Academy of Political and Social Science 551.
• Bauer, Thomas, Magnus Lofstrom, and Klaus Zimmermann,
(2000), “Immigration Policy, Assimilation of Immigrants and
Natives’ Sentiments towards Immigrants: Evidence from 12
OECD-Countires,” IZA Discussion Paper No. 187
D. Racial and Ethnic Relations
Required Reading:
ƒ Cho, David (2005), “Herndon Confronts Immigrant Tensions:
Proposal to Fund Day Labor Center A Test in Integration,” The
Washington Post, July 18, 2005.
ƒ Bean, Frank and Stephanie Bell-Rose (1999), “Introduction:
Immigration and its relation to race and ethnicity in the United
States.” In Immigration and Opportunity: Race, ethnicity, and
employment in the United States, Russell Sage, NY.
ƒ Bach, Robert L. (1993) “Recrafting the Common Good:
Immigration and Community”. Pages 155-170
V. Policy and Politics
A. An Over View of Immigration Policy
Required Reading:
ƒ Smith, James P. and Barry Edmonston (1997), “Background to
Contemporary U.S. Immigration.” In The New Americans: Economic,
Demographic, and Fiscal Effects of Immigration, National Academy
of Science.
ƒ Cornelius, Wayne and Tekeyuki Tsuda (2004), “Controlling
Immigration: The Limits of Government Intervention.” In Controlling
Immigration: A Global Perspective, Second Edition.
B. Views on Immigration Policy – purpose and perspectives
Required Reading:
6
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ƒ
ƒ
ƒ
ƒ
Fix, Michael and Jeffrey Passel (1994), “The Goals of Immigration
Policy,” Immigration and Immigrants: Setting the Record Straight,
The Urban Institute, only pages13-16.
Calavitas, Kitty (1998), “Gaps and Contradictions in US Immigration
Policy: An analysis of Recent Reform Efforts.” In The Immigration
Reader: America in a Multidisciplinary Perspective.
Kennedy, Davis (1996), “Can we still afford to be a nation of
immigrants” The Atlantic Monthly, November 1996, V. 287 (5).
Hoekstra, Peter (2005), “No ‘sanctuaries’ for illegals – local and state
policies undermine security,” The Washington Post, July 8th, 2005.
Little, Cheryl and Kathie Klarreich (2005), “Securing our Borders:
Post 9/11 Scapegoating of Immigrants,” Florida Immigrant Advocacy
Center, April 2005.
C. Undocumented Immigration
Required Reading:
ƒ Bischoff, Henry (2002), “Are Undocumented Immigrants Helpful or
Harmful to the United States?” In Immigration Issues, Greenwood
Press.
ƒ Passel, Jeffrey (2005), Estimate of the Size and Characteristics of the
Undocumented Population, Pew Hispanic Center.
ƒ The United Nations (1998), “Undocumented Migration.” In
International Migration Policies.
ƒ Bischoff, Henry (2002), “How Vigorously Should the Government
Enforce laws Regulating Undocumented Immigrants?” In
Immigration Issues, Greenwood Press.
ƒ Reyes, Belinda, Hans Johnson, and Richard Van Swearingen (2002),
Holding the Line? The Effect of the Recent Border Build-up on
Unauthorized Immigration, Public Policy Institute of California.
ƒ Massey, Douglas, Jorge Durand, and Nolan Melone (2002), “Repair
Manual: U.S. Immigration Policies for a New Century.” In Beyond
Smoke and Mirrors: Mexican Immigration in an era of Economic
Integration, Russell Sage Foundation.
D. Guest Workers
Required Reading:
• Wallsten, Peter and Nicole Gaouette (2005), “Immigration Rising on
Bush’s To-Do Lost: The White House wants to build a coalition to
court latinos and marginalize hard-liners,” The Los Angeles Times,
July 24, 2005.
• Martin, Philip (1998), “Guest Workers: Past and Present.” In
Migration between Mexico and the United States: Binational Study.
• Martin, Philip and Thomas Straubhaar (2002), “Best Practices to
Reduce Migration Pressures, International Migration, Vol. 40.
7
E. Asylum and Refugee Policy
Required Reading:
ƒ Callahan, Tim (2003), “Split families in limbo: Relief Agencies Push
Bush to Reverse Sharp Decline in Refugee Resettlement Program,”
North American Report, Christianity Today, January 2003.
ƒ Tazreiter, Claudia (2004), “Introduction: ambivalence and the
outsider.” In Asylum Seekers and the State: The Politics of Protection
in a Security Conscious World, Athenaeum Press.
ƒ The United Nations (1998), “Refugees.” In International Migration
Policies
• Jacobsen, Kern (1996), “Factors Influencing the policy responses of
host government to Mass Refugee Influxes,” International Migration
Review, Vol 30.
F. Immigrant Policy
Required Reading:
ƒ The United Nations (1998), “Immigrant Policies: Social, Political,
Economic and Cultural Integration” In International Migration
Policies,
ƒ Tienda, Marta (2002), “Demography and the Social Contract,”
Demography, Vol 39.
8